Exploring Transition Service Plan Technology Supports… · Exploring Transition Service Plan Technology Supports: ... counselor of students with disabilities. ... Write interview
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Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Exploring Transition Service Plan Technology Supports: A Unique
Perspective
Georgia Department of EducationDivision for Special Education Services and Supports
Georgia Project for Assistive Technology1870 Twin Towers EastAtlanta, Georgia 30334
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Learning Targets
• Participants will be able to list 3 ways of determining student’s future employment intentions and/or career pathway
• Participants will be able to write a post-secondary employment and education outcome
• Participants will be able to write one measurable annual Transition IEP goal supporting assistive technology in one of the following areas: development of employment, education and training, community involvement, adult living, related services, or daily living skills.
Post-secondary Institutions’
• Lack of self-determination skills
• Unknown technology supports
• Learning curve of technology use
Education Training
Employment
Community
Adult Living
Related Services
Daily Living
Student
Results Driven
Focus on Achievement
Facilitate Student’s Move
to Post-Secondary
Consideration Areas of
Individual Need
• Assistive Technology Devices can be any item or
piece of equipment, whether acquired
commercially off the shelf, modified or
customized, that helps students with disabilities
reach a goal (independence, educational, or
vocational goals)
• Assistive Technology Services can mean in
depth consideration, evaluation, trial use,
implementation, purchasing, maintenance,
professional development/training, etc.
• Assistive Technology Must Be Considered in
the annual IEP - IDEA, 2004
Transition Assessments
• Locally developed assessments• Other commercial assessments
Post-Secondary Outcomes
• Education/Training–After graduation student will attend a four
year college to study psychology
• Employment–After graduation student will work as a
counselor of students with disabilities.
• Independent Living–After Graduation student will live
independently.
Tied directly to
post-secondary
outcomes
Measurable
Completed within
current year
Supported by activities leading to
completion
Transition IEP Goals
Education/Training
Goal:
• Student will write a review based on information the student collects from 2 interviews about the responsibilities and jobs of a school counselor.
Education/Training
Activities:
1. Ask 2 counselors to participate in career interview.
A. Use organizers to help schedule interview
B. develop a timeline for completion of goal
2. Write interview questions
A. Use speech recognition, portable word processor
3. Edit interview paper for grammar and spelling errors
4. Provide interviewees copy of questions
5. Set up interview times
6. Conduct interview
Education/Training
Activities:
1. Ask 2 counselors to participate in career interview.
A. Use organizers to help schedule interview
B. develop a timeline for completion of goal
2. Write interview questions
A. Use speech recognition, portable word processor
3. Edit interview paper for grammar and spelling errors
4. Provide interviewees copy of questions
5. Set up interview times
6. Conduct interview
Development of Employment
Goal:
• Twice a week on a designated day, student will wear an outfit appropriate (as identified by checklist) for a casual interview.
Development of Employment
AT to support…
• Color coding events and/or clothing
• Daily schedule (picture or electronic)
• Visual organizer (progress chart)
• Training or modeling video
• Personal checklist for dressing
Development of Employment
Additional Goal Areas:
• Time management
• Peer to peer interactions
• Joining service organizations
• Filling out a job application
Development of Employment
AT to support…• Calendar and/or reminder app• Color coding events and/or clothing• Daily schedule (picture or electronic)• Visual organizer (progress chart)• Training or modeling video• Personal checklist for dressing• Speech recognition • Interest apps (Yapert)
Community Participation
Online community supports
• LD Online
• Disability Meetup
• Disabilities-R-Us
Providing Access to Online Communities
• Readability
• Rewordify
• High Contrast add-in
• Start Magnifier
• Onscreen Keyboard
• Navigator
• High Contrast
Adult Living
Goal:
• Student will keep a monthly graph/chart of household expenses (utilities such as water, electricity, gas, trash, recycling) over a six month period.
Adult Living
AT to support…
• calculator
• household budget application
• graphing program
• ___________
• ___________
Related Services
Goal:
• Use a checklist of assistive technology policies and programs to evaluate 2 universities or colleges of choice on their provision of AT services.
Assistive Technology: Checklist of Questions to Ask Colleges
National Center on Learning Disabilities, Inc
Daily Living
Activities:
• Decide what to have for lunch daily
• Check the pantry and refrigerator for ingredients
• Check for containers to carry lunch in (baggies, etc)
• Prepare the list
• Go to the store to purchase items
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Contact Information
Georgia Department of Education
Special Education Services and Supports
Georgia Project for Assistive Technology
1870 Twin Towers East
Atlanta, Georgia 30334
Carson Cochran, ccochran@doe.k12.ga.us, 404-463-4462
Sally Kemph, skemph@doe.k12.ga.us, 404-693-4005
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